Guide to integrating problem-based learning programs in higher education - book overview

 This book, Guide to integrating problem-based learning programs in higher education: Design, implementation, and evaluation, is written by Pam Epler and Jodee Jacobs, both from Youngstown State University, USA. 

There are 12 chapters and each is summarised in the detailed table of contents. 

The first chapter introduces and reviews the history, and advantages/disadvantages of problem-based learning (PBL) and provides examples of the integration of PBL into HE.

The follow chapters on the use of technology with PBL, how to evaluate PBL in HE, and student perspectives about PBL.

Chapter five discusses the challenges inherent in designing, implementing and teaching PBL in HE.

Chapter 6 moves into the role of technology with project-based learning. Then Chapter 7 provides examples of PBL classroom models in HE.

Chapter 8 summarise emerging research on project-based learning. Then Chapter 9 discusses the use of groups and peer tutors in PBL classrooms. Chapter 10 traces the integration and support of PBL in synchronous and asynchronous online classrooms. Chapter 11 provides a project-based learning service delivery model case study and the last chapter discusses future trends for PBL in HE.

Overall, a useful guide to PBL, with the inclusion of project-based learning and technology-enhanced / digitally supported learning. The context is HE and American which privileges on-campus learning /instructional design. However, the principles provided throughout the book are applicable (with care and scholarship) into vocational education. The introduction, judicious and structured use of technology to support contemporary PBL and project-based learning is useful. 

Built to last: Apprenticeship vision, purpose, and resilience in times of crisis - CEDEFOP working paper

 From this morning's Google Alerts comes this working paper from Cedefop on 'Built to last: Apprenticeship vision, purpose, and resilience in times of crisis'. 

Across 120 pages, the working paper, published this month,  reports on the experiences, through apprenticeship experts from 11 European countries. An introduction and a comparative analysis fronts the paper, providing context and overview of the challenges.

In general, each chapter covers an introduction, then analyses how and why participation has changed in times of crisis (for Europe, this includes the 2008 financial crisis and the present pandemic), and details the work being undertaken to encourage 'company' participation. 

As apprenticeship is a social-economic and politically driven enterprise, each country has approached the challenge with pragmatic policy 'solutions', often backed by monetary incentives to employers. How sustainable this approach is, in the long term, needs to be investigated.

The working paper provides a good 'state of play' across European apprenticeships systems and approaches. Given how many countries look to Europe for direction in how to structure, support and sustain apprenticeship, the report is a timely contribution. 

NCVER 'no-frills' - catch up on presentations

 Summary of presentations which I missed or were presented during concurrent sessions. 

First up with Dr. Zuleyka Zevallos (NSW Behavioural Insights Unit), Michelle Pisano (Centre for Educational Statistics and Evaluation). Michael Lau and Derek Hennessy (Training Services, NSW) on 'using behavioural messages to retain vulnerable apprentices and trainees. Report found here. Covered an overview of the problem, the solutions and findings. Non-completion a perennial challenge, completions has been around 40% for many years when the ideal should be at least 65%. The study utilised a digital support and outreach solution to try to engage with apprentices early as most who terminate, tend to do so at the beginning of their apprenticeship. Detailed how behaviourial prompts via SMS could reduce the drop out rate.

Evidence from international research shows behavioural messages prompting at the correct time is effective as educational interventions. Sought to change habits and to assure apprentices seek help when required, rather than give up and leave without seeking support. SMS sent at pivotal point of apprenticeship, beginning at sign up and continuing every two months. Used to improve apprentices' self-efficacy and included messages on apprentice rights, reminders of milestones etc. Example messages detailed where user name is used, purpose of training services introduced and followed through, and call for action to follow up through links to websites.

Solution tested with 3 variants. Control group received no SMS, and other two groups received 6 SMS across the year - as 'fair-go messages' and 'incentive and control' messages. Results indicate short term outcomes. SMS well received by learners with those who would have not sought help, engaging with resources and conversations. Significant reduction of learners dropping out from the two groups receiving SMS after 12 months. 'Fair go' group seemed to have better retention.

The interventions now adopted across NSW and  the 6 messages implemented as business as usual. April - what to expect of workplace learning; May - reminder to have training plan; June - reminder of how to 'keep on track'; Sept - checking to see if progressing to more complex skills; Oct - making sure not being asked 'over-work'; Nov - congratulations on completing first year, reminder to log changes in training contract. All have links to relevant resources and contacts for follow up.

Tips to implement similar interventions include: emphasising behaviourial principles to boost proactive self-help behaviour; include personalised message; optimise links to ensure they are mobile friendly and possible for completion 'on the sport' i.e. NO long messages; consider timeliness of messages (during breaks - 11am to 12 pm); decide how replies are responded to; have a dedicated phone number which is 'manned'; implement a process for how to manage support.

Good, pragmatic and impactful project.

Followed by Associate Professor Tim Corney and Dr. Fiona MacDonald from Victoria University on 'there has to be more to it: supporting young people through VET to successful completion of apprenticeships in traditional construction trades'. Related papers - on youth transition.

Another presentation on the challenges of increasing completion rates especially amongst younger apprentices, and women in male dominated apprenticeships. Provided an overview of the projects to find out how to support young people as they transition from school to work; what support structures work; how the culture of male dominated workplaces. Data gathered across several streams including NCVER data, surveys and interviews. Looked into pathways from school, choice of occupation, and the stigma of VET. 

Employers often place the onus on young people to work through challenges, however, initial transition into a workplace presents considerable challenges. Findings from the two projects reveal the importance of the 'informal' support beyond the workplace as being important to resilience. 

Integrating innovations at work and learning with Professor Stephen Billett (Griffith University). In this presentation, the argument is proposed that workplace learning and workplace innovations are often addressed separately, but both are interdependent and should really be looked at integrated. Used a project in Singaporean SMEs to provide context. Identified 3 kinds of innovations - strategic, work practice, and procedural. Each provides specific ways of thinking and acting through which workers are able to engage with the process and learn. Procedural innovations are especially thought of as coming from worker initiated actions. 

SMES included precision engineering, aged care and a range of service, distribution, finance and educational enterprises. Overviewed the work undertaken and premises informing learning and innovation at work and why both are intertwined. Of interest is the process of employee-driven innovation. Summarised the ways workplace innovations arise through the conduct of work. Argued that innovations did not arise through start-ups, incubators etc. but are actually day to day processes to keep enterprises viable in competitive market driven society.

Used PIAAC has a base of data to identify prevalence of problem-solving and how this occurs regularly across all occupations with no real difference across cohorts on the basis of educational level. Although life long learning etc. focuses on individuals, all workers are expected to innovate and much of this is carried out in work teams. 

Summarised the studies' contexts and findings. The importance of dialogic interactions was identified as a key process for innovation to take place and continue. The 3 distinct kinds of innovation were also identified - strategic, work practice and procedural. Each had a different pattern of initiation, approval, and implementation. Strategic and work practice tended to be top-down but procedural (which was the most common) were bottom-up with support from the workplace. Then presented the zones of employee-driven innovations and learning as individual innovations will not have impact unless supported by workplace approval and promotion. 

NCVER 'no-frills' - DAY THREE

 Day Three continues around the theme of 'digital learning' and  begins with a plenary session on 'evaluating and enhancing digital readiness of Australia's vocational education and training products' with Erin Knudsen (Australian Industry Standards), Dr. Claire Mason (Data61 - CSIRO) and Michael Wyndham (Department of Employment and Workplace Relations). Began with the project background and rationale. The project is one response to the 2019 Australian Industry and Skills Committee to establish the Digital Transformation Expert panel. The report from this - the learning country - has recommendations for the development of a VET specific digital capability farmework, strategic review of training packages given digital transformation and to support VET practitioners' knowledge of digital technologies. Structure of the project was described including how the framework was reviewed as consultation etc. progressed. The accompanying review and modification of the existing digital capability frameworks in the existing training package now completed. Various complementarity of existing frameworks and taxonomies was undertaken. Five focus groups identified - info and data literacy, communication and collaboration, digital content creation, protection and safety. Each has digital focus area definitions and digital capabilities included. Proficiency levels of foundation, intermediate, advanced and specialised were adopted and explained. Alignment of this framework into other frameworks was also undertaken. 

Advantages of having a framework creates a common language, collaborate to implement digital skills into VET reform, and affords cross-sector, cross-region and cross-country comparisons. Shared the digital occupation profile (DOP) covers the mapping of digital framework to the tasks, responsibilities etc. of the job. 

Digital capabilities review of training packages carried using 'natural language processing' methods. Digital capability and unit of competencies/ performance indicators commonalities are identified and matched. 700,000 performance indicators covered AI and human input deployed across the process. Able to sieve through and find out the digital capabilities that are well covered and those that are not. Managing info and data is high but re-using digital content was low. Qualifications that cover all the 21 capabilities include graphic design, business, info tech etc. but some had zero or none (baking for example!)

Described the process of prototyping a dynamic online companion volume to support the application of the digital capabilities framework. Used a visualisation of demand and supply of digital capabilities by comparing the qualifications and digital skills mentioned in job ads. to identify capabilities not included in a training package. Potential for a crowdsourcing DOP to be used to continually up-to-date skill needs.  Next steps were shared to progress the ideas presented.

Then Professors Sarojni Choy, Stephen Billett and Leah Le on 'bridging life transitions: role of VET in supporting lifelong learning'. Began with a summary of the historical evolution of vocational education across working life. Then looked at why lifelong VET is important, the transitions across working lives and implications. The reasons for lifelong VET has become even more important given the rapid change and shifts caused by technology, changing job markets etc. Forms of purposes of VET include initial VET which is the main focus. However, continuing VET is now just as important to help people transition into new occupations or careers. This needs to include workplace based learning where people attain much learning but still neglected for accreditation.

Summarised the project - Practices and policies for sustaining employability through work-life learning (Billett, Salling-Olesen and Filliattez)

The work life history of 59 (older workers above 30) in Australia reported in this presentation. Identified 6 transitions. Maturation / life development, change of employment status, change in occupation (change in focus, change in skills or capacities, change through restructuring etc.), change in location, physical and psychological health challenges (personal or family), change in personal lifestyle choices.

The profiles of the participants summarised. Access to VET included entry into employment (the majority of the participants), upskilling and reskilling. Shared examples for VET providing entry to further education, change of occupation, for work life as work opportunities change. Ways that VET support lifelong education include accessible affordable and flexible (online/blended) course, retraining when occupations have to shift, courses aligned to different life stages, job preparation for working age people, guidance and counselling, processed to engage learners in development of courses and programmes, and employability support during transitions. 

Featured speakers include:

Hugh Guthrie on 'delivering on quality VET delivery' from his recent NCVER project completed with Melinda Waters. Summarised the project aims - defininitions and measure of quality, describe high-quality delivery, use of quality measures, perceived barriers to quality and how they could be supported to do better.

What does good delivery look for? to prepare students for work and life and sometimes preparing for life is important; develop occupational identities, meets needs and expectations of employers, results in employment or other outcomes, support personal growth and continually adapts to changing circumstances. The main messages - a definition of delivery quality was context specific; - their purpose, goals, student profile, courses programmes etc. type of training organisation, size, cultures breadth of profile, persons role in quality and the difficulties of sustaining high quality deliver in the current circumstances. 

Enablers of the quality of delivery include quality policies, frameworks and strategies, quality leadership and administration, quality teaching of learning experiences, and quality programmes and resources. Provided details of each of these enablers. Barriers include funding, compliance-driven regulation - leads to ticking boxes and not actual improvement, quality of training packages and the effort and cost of their updates. difficulty recruiting, retaining and development teachers, and limitations of quality metrics. Improvements suggested include a national VET to promote and support quality delivery (e.g. Centres of VET excellence (CoVEs) in Aotearoa), funding models to support and incentivise, trust and investment in professional judgement of teachers. 

Dr. Damian Oliver and Nicky Wonder from the National Skills Commission on 'pathways from VET courses: insights from the VET National data asset'. Outlined the mapping of VET pathways as there is not a neat match between qualifications and occupations - but this does not mean an unsuitable labour market outcome. VET equips for more than the outcomes of a qualification. Summarised the data sources - intended occupations data from training.gov.au; occupational post-training from NCVER student outcome survey; and occupational and education mix from the census. The VET national data asset (VNDA) helps to bring these data streams together for analysis. Detailed the methodology for pathways analysis. 

The results for the 2017-2018 data for the 2019 survey was then presented. Used a case studies  to provide show how the data sources were integrated and then analysed. Includes Certificate in Plumbing (high alignment); Cert 111 in Individual support (mid level alignment) and Certificate III in Business (with low alignment and is dispersed and less matched). Shared reflections on the process thus far and future plans.

I then present an update on Aotearoa NZ VET with 'Aoteaora NZ reform of VET: Te Pukenga's progress on meeting its aspirations'. This updates from the previous presentation in October 2021 at the AVETRA OctoberVET. There has been much progress but also much to be done. The operational model / structure is due to be open for consultation in a couple of weeks will provide greater clarity. Transitional industry trainining organisations (ITOs) and polytechnics (ITPs) are all transitioned into Te Pūkenga by January 2023. The Work Development Councils (WDCs) are forming and settling into developing their operational structures and plans. The Regional Skills Leadership Groups (RSLG) are in place and reporting to and working in collaborations with stakeholders and the WDCs and Te Pūkenga. The outcomes of the reform of VET (RoVE) are almost in place. So things are all starting up and forming but not quite all ready to go yet. 

Then a presentation from Kelly Milner, Yvette Vos from North Metropolitan TAFE and Dr. Charn Nang from Edith Cowan University on 'building bridges between allied health assistant and the allied health professional to meet workforce shortages: a university and TAFE partnership in WA'. Introduced the team and set the scene with how the project started - through work with allied health assistants in speech-language pathology. There was very little realisation of the role of health assistants in this discipline. 

Followed on with a definition for Allied health professionals (AHP - speech, occupational therapist, nutritional specialists etc. ) and Allied health assistants (AHA). There is high demand for both AHP and AHAs. AHA training is usually 6 months long and their role includes working with clients to work through the interventions developed by the AHP. 

Key areas of concern include the AHA role not being well-defined and not widely recognised. Work needs to be undertaken to formalise the role through training and recruitment, collaboration with relevant communities and industry to improve standards of training and employment outcomes. Interprofessional collaboration may be one avenue to help students understand the range of possibilities. Students in speech pathology and AHA students could then see how the work could be undertaken. Survey of students indicated the usefulness of the session. Then shared plans for the future in particular to expand to other AHP programmes. 

Closing keynote is with Simon Walker from the NCVER on 'data's role in transforming the future'. Covers what big data is in the context of VET; big data and NCVER, applications in VET and the future of big data. Big data is now important to help understand the complex challenges and to respond and adapt to meet these challenges. Big data includes large amounts of complex data from multiple sources that can be assessed, stored, analysed, and reported - volume, veracity, value, velocity and variety.

Summarised the benefits is to provide an accurate and complete picture of a situation. Able to gain insights more readily, especially using AI. May be useful to predict future needs, target rapid interventions, assist businesses to understand their markets and clients and has potential efficiencies in time and cost. An example is how OECD uses to emphasise the important role of well-being and health.

In Australia, there is data from the Australian Bureau of Statistics, National Skills Commision, VET National Data Asset, Australian Skills Classification etc. Strict protocols cover the ethical use of this data. Shared examples from NCVER current projects as to how big data is used. New data directions include predictive analytics, longitudinal data, data linkages and data-driven user interface to access secure data products. Current projects on completion rates, pre-apprenticeship behaviours, indigenous learners, longitudinal TVA dataset and datahub to provide access to NCVER data. Detailed the VET data streamlining project seeks to update and enable real-time VET activity data. 

Future of big data to work towards include real-time data, cloud platforms and storage, predictive analytics, data sharing and context-rich analysis. 

Overall, another good range of presentations. The platform used is rather didactic. Videos are recorded and played back for each session. This means that reference to and connection to the keynotes or other presentations is not possible. Slides in standard mode often difficult to see and expanding the video causes the live chat to disappear. It is difficult to participate in the chat, when watching the presentation and taking notes. Having to move to the next presentation without a break means little interaction actually occurs in the chat. The advantage is that the recordings are not live which minimises technology issues and other glitches. The recordings are archived for 3 months for viewing and later follow up.

NCVER 'no-frills' - DAY TWO

Day two begins with a  a welcome back from Phil Loveder and a promo from axcelerate a student management system. 

The day's keynote is with  Alex Jackson, executive designer with ThinkPlace. He presents on 'Game on! How to integrate gamification in VET'. Covered behavioural design. Gamication is a way to also apply social psychology to bring about behaviour / attitudinal change. Used the example of changing the stairs coming off a subway into a keyboard, to encourage people to use the stairs instead of the escalator. 60% more people used the stairs :) The underlying 'fun theory' is framed in self-determination, motivation, engagement etc. 'nudges'  used in marketing can be used both ways, to encourage purchase of 'junk food' or 'healthier choices'. The FitBit is an example of a personal motivational tool and duolingo of 'reward' and speed cameral lottery to prevent speeding. Collaborative problem-solving example with fold.it  to motivate citizen science to work on DNA. 

Important in gamification is 'who are we designing for?' Demographics, challenges/painpoints, job-to-be done, target behaviours, motivations and goals. Or apply the 7 needs model - purpose, cognitive, affective, relatedness, mastery, autonomy, basic needs. How do people interact - achievers, explorers, socialises and killers. The building blocks of gameplay include motivations, win states, mechanics of the game, and narrative. The design process includes identifying intent, explore - users etc, design, launch, and evolve/evaluate. 

Gamication concept should be fair and genuine, transparent and have checks and balances so people are 'gaming the system'. Gameplay experience include balance of he design, playtesting and accessibility and appropriateness. At the end, games are designed for people. 

How can gamification be used to solve problems? Provided examples including  Air and Space Power Centre (ASPC) game (using cards) to engage staff in strategic conversations. A paper based gamification of innovative practice for teachers. Gamified/digital professional programme for Australian Research Centre (ARC) to improve engagement with PD. Gamified education on biodiversity and Australia (interactive website - Kanga Zoo) for Department of Foreign Affairs. Each required intensive user / intention identification before game design itself began. 

Case study - gamification of how agricultural systems can be transformed. Need to communicate complex systems and scientific information in an engaging way to ensure there is action not just talk. Used  'crowdsourced' feedback to refine the game. Started with a simple sketch and shared the many steps taken to refine the design. Applied to an interactive game (using cards and digital platform) and concept similar to SimCity to create a food supply system. Described the various components of the game and how they interact and cause gamers to learn, think, judge and shift their thinking (the final transformation score). Participants' feedback indicate that the intention of the game was reached.

Closed with the advantages of design processes and gamification and its contribution to engaging learners, and creating lasting and transformative change.

I miss the 3 concurrent sessions as I have another meeting. Over the weekend, I will catch up on these , and other sessions which ran whilst I was viewing another presentation and post the summaries next week.

Featured speakers are up next.

Firstly, Kira Clarke from the Brotherhood of St. Lawrence (has publications) on 'key lessons from a systemic change approach to strengthening skilled pathways to work for disadvantaged young people'. project link. Began with an introduction to the Brotherhood of St. Lawrence. Summarised the rationale for the study and the guiding philosophies. The definition of systemic change as a form of social policy work that intentional disrupts and re-aligns human systems that also is equitable. Detailed the methodology to create opportunities for change, specify the change agenda, develop adaptive evidence making and develop better systems. Applies this to helping to develop better ways to support youth unemployment. In 2019, the 1st phase to understand the structural problems was initiated. Through the National Youth Employment Body, 'stakeholders' were consulted. In 2020, with Covid, an high increase in youth unemployment occurred. Followed through by co-designing a training pathway for young people to work in the aged-care and disability support sector. 

Found that local initiatives required strong support and provided opportunity to better understand the drivers and inhibitors. In early 2021, an adaptive evidence making agenda was developed. There were siloes between education, training, employment and youth support. Barriers were complex and diverse. Funding was sporadic. Career access and mobility limited reliance on narrow occupational pathways. There was a lack of clarity and consensus on work-relevant and assessable skills.

Structural problems around funding, existing training design mechanisms which did not include local voice, occupationally narrow qualifications, siloes and current entry level pathways focused on technical skills but generalisable skills would be more useful. These informed Phase 2 at the beginning of 2021, to build change momentum. Engaged with primary industries to develop better systems. 3 workshops convened to work out ways to work through the structural problems. Adaptive evidence making agenda being developed. To clarify what employability looks like for youth; widening employment-based opportunities; prepare clean economy jobs; and fit for purpose adaptive credentials for young people These help to create a learner-centred training system that adapts to career development needs of young people. 

In late 2021, work began to specify a change agenda. Building relationships, networking and building of trust takes time. Goal to build a sustainable and generalisable model. Emerging principles include problems existing both at systemic and programmatic level; creating conditions for sustainable innovation requires strategic governance structures; fit for purpose VET is designed to enable the co-development of technical, industry specific transferable skills and general employability skills; transformational educational pathway is one that gives young people direction.

Phase 3 on driving a policy change ambition has now started to develop better systems. 

The next featured speaker is Ian White, data analyst from NCVER, on Upskilling and reskilling: the impact of COVID-19 on employers and their training choices. Publication on student outcomes. Began with overview on why employers train, types of training, and employer contributions towards the training. Employers train to improve quality of products/services; meet regulatory and licensing requirements; and to support the adoption of new technology. Training undertaken through accredited and unaccredited training and 'informal' training. Employers likely put in funding but this is not recorded - estimated to be 7 billion in 2014. 

The impact of the pandemic and employers was due to the COVID-19 restrictions; the need to have to leverage new technology and the shift to remote working. There was wide variance across industries with some (hospitality, tourism etc.) severely impacted and others much less so, leading to a range of responses. 1/3 of businesses adopted new technology -to stay viable, maintain market, deal with skill shortages etc. Working from home occupational and industry dependent.

During the pandemic, employers' engaging with all types of training increased between 2019 to 2020. This may be due to the new training requirements due to impact of pandemic; key areas were health and safety; infection control; and also computer skills/data literacy and customer service. Training predominantly in-house due to situation, online, and need for rapid response. 

Summarised future training priorities. 20% indicated that training needs are now different then before pandemic, 1/3 need to increase training due to expansion, replacement of staff etc. Digitalisation has been increased to allow businesses to deliver products and services. Urgent need for digital upskilling - basic, cyber security and data analysis. Adaptability a key and training helps businesses recover and flourish. 

A Q & A session with both Kira and Ian is then facilitated by Steve Davis.

The next session is with Dr. Geethani Nair, Sharon Robertson and Phil Clarke from IBSA Group. They present on 'imagining digital skills for manufacturing sector: an industry case study'. Sharon introduced the presenters and questions were used to ground the presentation. Geethani observed how technology is now present across all industries and the pandemic has accelerated the rate of adoption. Technology and automation changes work and requires digital training solutions. A National digital skills priorities need to be identified and supported. Phil described how a qualification was developed which were different from the usual training package development process. Industry 4.0 demands digital fluency, not just digital literacy. Manufacturing requires upskilling due to increase in automation, AI. In Aotearoa, by 2030 manufacturing requires high levels of digital skills including coding, cloud computing etc. to use work tools and processes. There is more information on digital literacy but digital fluency is different. Digital fluency means they are able to create new tools etc. not just use the platform or tool. Digital literacy is the foundation. Need to move beyond novice, advanced beginner and capable to being proficient and lead.. That is, capable of understanding when and why to use various forms of digital technologies. 

Outlined the project  beginning with a literature review which informed a survey and interviews and the conduct of a pilot project. Findings include concerns expressed by employers (lack of training, inadequate focus on interpersonal skills, fear of interacting with digital interfaces). This work will help to inform the development of the development of a digital fluency framework/standard. Skill clusters involved include solution  collaboration/communication, information data and cyber fluency. Next steps are to trial the standards through a pilot. Collaborate with a university to contextualise self-assessment tools, conduct workshops and pilot employers to co-design an timely skills-based approach to upskilling, and encourage organisations with employees working in the higher end of digital skills to participate in the pilot.

Followed by Craig Poole from TAFE Queensland who presents on 'vocational higher education postgraduate pathways: short cycle upskilling for employed VET graduates'. Rationale for the project include social and economic changes requiring VET graduates to continually upskill. As with previous presentation, skills for the future include communication, digital literacy, and problem solving. Disciplinary depth, ability across occupation, flexibility to apply expertise across teams and broader range of skills, values and behaviours required in all work. In general VET graduates in work prefer short course, micro-credentials, professional / vendor credentials, skill sets and MOOCs. Not just T-shaped profiles but pi- or comb-shaped as workers move through several different jobs and careers. These provide motivation for graduate certificates which are short, on-line and cover specific outcomes. Listed GCs that are currently popular for career changes, career extenders, professional COVID responders and 'discretionary students' looking for personal attainment. Detailed examples of vocational - graduate certificate pathways and summarised case studies. Advantages and disadvantages of the various pathways discussed. Small number of students at the moment. What is currently known is that there is motivation to undertake this pathway as it is a 'learn while you earn' model; challenges are aplenty including cultural and academic transition and workload; but supportive workplaces promote success. Shared the strategies being used to gather 'future students' to the programmes. 

(Note to self - check slides do not have very small letters, making it difficult for audience to take notes - especially if they only have one small screen and have several windows open). 

Another busy day with good range of presentations. The 'fleshing out' of 'future skills' across several presentations useful. 

NCVER 'no-frills' 2022 - DAY ONE

 The annual National Centre for Vocational Education Research  (NCVER) 'no-frills' 31st conference  three day conference begins today. The event is online and is run on Australian Central Standard Time (ACST) which is 2 and 1/2 hours behind NZ time. All sessions are pre-recorded and run as each session comes up on the programme. Presenters answer questions that may come up in the chat. 

This year's conference begins with a welcome from Phil Loveder (NCVER). He begins with an overview of the conference platform. Simon Walker from NCVER then provides the opening address starting with a welcome to country. He summarises the reasons for the conferences' theme 'VETs role in transforming the future'. 

Hon. Brendan O'Connor MP, Minister for Skills and Training then officially opens the conference. The minister was also in office in the government 9 years ago and has returned to the position again. He outlines the government's strategies to ensure Australians maintain their skills across the many challenges of the present and into the future. Currently, there is (as with Aotearoa) a shortage of skilled workers in many industries. Detailed the areas with large demands and almost all require VET. 9 out of 10 jobs going into the next decade, requires post-school education. The current government is committed to restoring TAFE with large investments into VET. This is to ensure that skills training is availed to all and training and education targeted to the correct areas of current and future skill needs.

The day's keynote is sponsored by ADCET - Australian Disability Clearing House for Education and Training. 

The first keynote is with Sophie Renton, a social researcher and MD for McCrindle Research on the topic 'the future of vocational education: Now and towards 2032'. Introduced self, the organisation and what 'social researchers' do (i.e. telling the story of people). Went back to the year 2020 to set the scene and especially the effects of Covid-19 has had on the present and into the future. Within the edncation sector, shifting to online learning, having to 'learn/work from work' etc. have created 'change fatigue' and 'change apathy'. However, to move forward, we need to cope with, respond to, and move towards the future. Lots of topics in 'the future' and one way to try to move on into the future, is to understand better, our students.

Current students are digitally integrated. 75% of Gen Z check their devices 3 minutes after waking. Their greatest fears are now low wifi, low battery or slow upload! Gen alpha (12 and under) were born the after the iPad was released - will probably never use fax, GPS, credit cards, analogue clocks. 74% of Gen Z cares about global issues with the pandemic highlighting for them, many social issues. There are no limits geographically to opportunities and they have a 'global reach'. Post-school pathways are no longer linear and much more eclectic. Mobility is a given with social and digital literacy. TL:/DR - too long; don't read - is a mantra. Use Tik Tok (especially females), instagram, and YouTube (males) daily and then parents to learn things. 

Work is also changing. 1) Manual tasks are being moved (or have already move) to automating/digital. Jobs like blockchain developer, UX manager, cybersecurity expert etc. did not exist until recently. Lifelong learning required by all. 83% of students agree there is a need to engage with further study beyond graduation. VET programmes are shorter and require less economic investment. Micro-credentials proposed as required. 2) Technology has to be more human. Foundational literacies are still important by creativity, collaboration, critical thinking etc. important. But even more important now is self-awareness, adaptability, leadership, curiosity, collaborate. The most valuable skills will be human skills. 3) Fixed to flex. work from home has benefits and flexible working arrangements are now mainstream. 82% of students prefer hybrid working compared to 62% of current workers. This is also in for learning - 72% preferred flexible learning arrangements. Only 14% are looking for traditional.  working arrangements.  (not sure about this one as many occupations do not have options - nursing, aged care, trades, hospitality etc. etc.). 4) Profit to people. well-being is important, work is not just a job but a lifeline to social interaction, meaningful activity and challenge. People-centric approaches attract better, more committed workers. 5) Generational divide. Gen z currently 17% but by 2032 over 50% will be Gen y and gen z. Boomers are exiting the workforce and there is a need to fill the gap. Generational inclusiveness, valuing wisdom of boomers and intentionally creating inter-generational interaction is important. The 'apprenticeship' model is useful. 6) Security to purpose. not only job security but purpose in work, aligned to workers' core values. Not just endless opportunities but purpose, which drives engagement. More on 'equipping students for work of the future'. 

Concurrent sessions begin. I attend the session with Nerida Volker from TAFE NSW and Catherine Maloney, CEO for SARRAH, present on 'services for Australian rural and remote allied health (SARRAH) & TAFE NSW: a collaboration case study in rural allied health and vocational education'. Began with rationale of the project and the objectives of both TAFE NSW and SARRAH. Shared aspirations and responsibilities include the need to provide access to health and skills training services, meet rural services commitments and help people meet their potential and perhaps move to higher education. Defined the allied health professional, their role and responsibilities and diversity (25 health disciplines across healthcare, disability, aged care and mental health care. Allied health assistants support the allied health professionals including therapeutic programmes under delegation and supervision of the health professionals. Over 1 million jobs over the next five years in this sector. Shortage especially challenged in rural contexts. Provided details of the Allied Health Assistants in Cert III and IV. Shared case study to document the collaboration and the impact of the collaboration between SARRAH and TAFE. Explored the system enablers, training access, cross sector relationships and training quality. Closed with plans for next step. 

Then, with Professor Steven Hodge from Griffith University and Dr. Lizzie Knight from Victoria University on 'importance of relationships in creating and sustaining integrated VET-higher education qualification pathways' from a NCVER project completed last year. Began with the project background, then challenges of integration, characteristics of sustainable models, key findings and implications. The project examined the arrangements of integrated VET and HE qualifications and flexible entry/exit points in VET and HE to determine if and how these could be implemented more broadly. Challenges included curriculum mapping (but both VET and HE used different vocabularies and had different policies, practices and customs) which was resource-intensive; industry relevance; student acceptance; and relationships between and within institutions. Key findings include the need to ensure the integration makes sense, be complementary and non-competitive; continually work required to maintain relationships; managing the challenges from within the institutions; professional trust is of the essence; and moving from individual to institutional relationships to ensure sustainability of the integration. Timely advise for Te Pūkenga as ITOs and ITPs come together as one.

Featured speakers are next up. 

Megan Lily from the Australian Industry group on 'in 2022 Australian business leaders are turning to education and training for the solutions'. Data from annual survey of organisational CEOs. 73% difficulties in finding and retaining skilled labour. CEOs recognised there were no quick fixes and were willing to invest in training. 96% indicated willingness to put resourcing into staff training. What will businesses do in response to skill shortages. All indicated efforts to engage with training in some form. 61% training existing staff, 26% outsourcing and 21% looking overseas. Digital skills was highest need. from basic digital to advanced data security etc. Most taking longer term and strategic planning to invest in new skills and technologies. Building relationships with schools and tertiary institutes one way to help build relationships and promote industry careers. Digital transformation seen to be necessary and has to be resourced and supported. Businesses embracing upskilling and reskilling activities. Timely training is important. Young people need opportunities to attain skills in demand. The traditional learning pathway is no longer fit for purpose. Lifelong learning a must but relevance of training programmes required. Long term planning required to address the ongoing skill shortage challenges. Some solutions include closer collaboration between HE, VET and industry; higher apprenticeships, implementing review of qualifications, and the setting of digital literacy standards. 

 Silvia Munoz, SkillsIQ on 'the future of skills needs of service-based industries and VET's role in delivering the skills'. Introduced self and SkillsIQ, background on the service-based industries, the National Skills survey, key challenges - workforce challenges, future skills needs and priorities for the VET sector. The service-based industries include health-care and social assistance (1.4 million work force and largest in Australia), retail trade, and tourism and hospitality including accommodation and food services (severely affected by pandemic but forecasted to recover quickly). All have strong employment and presently have significant workforces supply and skills issues. 

National Skills survey to find out from industry their recruitment challenges and skill needs into the future. Workforce challenges for each sector detailed. Covid featured strongly followed by recruitment difficulties and skills shortage. Skill needs were sector specific but common themes of resilience, digital literacy, customer service, communication and teamwork. For VET, need to ensure industry engagement, increase in government funding, and clear employment pathways. Qualifications are up to date and meet industry needs is essential to ensure supply of a skilled workforce. 

A panel discussion with both the featured speakers followed.

The last presentation of the day is with Michelle Circelli and Zhenyuan Li from NCVER who present on 'journeying through VET: a case study of LLND/employment skills learner pathways. The project looked into 'who is doing foundation skills programmes?' and 'what are their further study and employment outcomes?' 'What does their journey through VET look like?' 'What are the completion patterns of those who undertake foundation skills programmes?' Overviewed the scope and aims of the study and the overall research method and analysis. The participant sample (2016 and followed to final enrolment event) was detailed. 4 categories of learners - foundation only (largest group - almost 1/2), foundation followed by VET, foundation plus VET concurrently  (1/4 of learners) and other VET followed by foundation skills. Foundation only and VET followed by VET were older, mostly born overseas with other languages spoken at home and 15% employed. The other concurrent and foundation followed by VET were younger, mostly born in Australia with English primary language at home and 36% employed. Foundation group only tended to stay in this group for several years. Other VET back to foundation programme tended to also stay in foundation skills. Foundation skills followed by VET moved on to other VET only. Concurrent foundation and VET tended to move to the same programme structures or move on into other VET.  Other VET followed by Foundation either stayed in foundation or moved to foundation skills. By 2019, 53% completed a programme. 1/3 of foundation only students had completed the programme. Foundation followed by other VET had almost 70% completion of at least one programme. Concurrent group similar. Other VET followed by foundation had just over 60% complete at least one programme. Learning journey complex with multiple enrolments across several years. Foundation plus a VET more likely to complete a programme. Important to consider the many challenges foundation learners face and understanding their motivations also important. Many foundation skills programme learners indicated personal reasons as main reason impeding their progress. 

A packed programme but a good range of presentations.